Effective teaching needs also to put moral character with best practice instruction for school hours. The preservice
teachers not only share their content knowledge base that supports best practice instruction, but also
what they are know can be influence the moral formation. Pre-service teachers should consider not only how
instructional practice influences academic learning but also how it shapes their student character development.
Pre-service teachers can have reflective professional practice could address the pedagogical strategies that are
correlated with student academic achievement, making implications for moral development. The results of this
study can help us to serve pre-service teachers appreciate how and where moral values permeate classrooms and
schools.